thesis

CHAPTER I

INTRODUCTION

1.1. Background of The study

Language as means of communication holds an important role in every human interaction. Language is used to socialize and to interact with each other. By language people can understand and cooperate each other easily. Using language to cooperate and understand each othter called communication. There are two ways of communication, spoken and written. However, spoken language is used more because it can express directly easily to the interlocutors in human daily interaction.

In interaction, people have to be aware on people’s face in order to consider other’s feelings or maintaining relationship with others. According to Yule (1996:60), “as a technical term, face means the public self-image of a person”. Therefore, it refers to that emotional and social sense of self that everyone has and expects everyone else to recognize. Once to maintain face is politeness.

Politeness is the behavior that can break down the face threatening acts into the harmony life. According to Mills (2003:6) politeness is the expression of the speaker’s intention to mitigate face threat carried by certain Face Threatening Acts towards another. Being politeness, therefore, consist to attempting to save face. Politeness theory states that some speech acts threaten other’s face.

According to Yule (1996:60), “it is possible to threat politeness as a fixed concept, as in the idea of , polite social behavior or etiquette, within a culture”. It is also possible to specify a number of different general principles for being polite in social interaction within a particular culture. Some of this might include being tactful, generous, modest, and symphatic toward others. Within an interaction, however, there is a more narrowly specified type of politeness at work. Politeness, in an interaction, can then be defined as a means employed to show awareness of another person’s face. Politeness can be accomplished in situations of social distance or closeness. Showing awareness for another person’s face when that other seems socially distant is often described in terms of respect or deference.

In every interaction people have different way of dealing with each other. Their way of speaking may sound different toward people who have different status from others. According to Holmes (1992:260-261), the way people talk is influenced by the social context in which they talk. It matters who can hear them and where they talk, as well as how they feel. People use different styles in different social contexts and indicate aspects of their social identity through the way they talk. The same message could be delivered differently to the different people.

Holmes (1992:296) said that one of the factors influencing an interaction is relationship to someone, especially solidarity. It means being linguistically polite involves speaking to people appropriately in the light of their relationship to others. Inappropriate linguistic choices may be considered rude. Positive politeness is solidarity oriented. It emphasized shared attitudes and values. On the other hand, negative politeness pays people respect and avoids intruding on them. Negative politeness involves expressing oneself appropriately in terms of social distance and respecting status difference. To reveal politeness, people need certain strategies and usually each people have their own different strategies.

The researcher chooses Dangerious Mind movie as the data of this thesis because this movie is based on a true story (My Posse Don't Do Homework, written by Louanne Johnson). This movie tells us about Ex-Marine, Louanne Johnson comes to a Palo Alto high school in search of a job as a student teacher. She gets instead is a full-time position teaching English to a group of bright but "socially challenged" students that she quickly dubs as the "rejects from hell."

The researcher is so interested in analyzing this movie since this movie provides a lot of politeness strategies produced by character’s conversation, especially conversation among Louanne Johnson and her students when they are inside the classroom and outside the classrooom. There are differences of conversation produced inside and outside of the classroom, it is influenced by situational context. According to Lee Mc Gaan situational context is what the people who are communicating think of as (label) the event they are involved in what we call the act we are engaged in. (e.g. having class, being on a date, studying, playing a game, helping a friend with a problem, etc.) On the other hand, the researcher wants to know what politeness strategies that Louanne Johnson used to maintain her face in the front of her students, although she was ex-US Marine and her students never respect her as their teacher.

1.2. Statements of  The problem

In line with the reasons above, this present study is about politeness strategies used by Louanne John. In order to make the investigation run well,  the problems of  the study are as follows :

1.    What  types politeness strategies are used by Louanne Johnson?

2.    What factors are influencing the use of those strategies?

1.3.Scope of  The study

This study examines politeness strategies used by Louanne Johnson. Actually, in the movie Louanne Johnson is conversing to her students and her friends, but in order to limit number of the data, this study focuses on analyzing of the types politeness stategies used by Louanne Johnson. Brown and Lavinson ( 1987:94-227 ) theory is used to analyze the data. This theory proposes four types of politeness strategy : bald on record, off record, positive politeness, and negative politeness.

1.4. Obejctives of The study

In line with the statements of the problem above, the objectives of the study can be described as follows:

1.    To describe the types of politeness stategies are used by Louanne Johnson

2.    To identify factors influencing the use of those strategies.

1.5. Significances of The study

The result of this study are expected to be useful for :

1.        The researcher

The researher can learns more specific about theories of linguistics, especially for politeness strategy.

2.        The reader

The reader will get knowledges because of this thesis about pliteness srategies.

3.        The university

For an additional reference especially for the library of Dian Nuswantoro university.

1.6.Thesis Organization

 This thesis consists of five chapters, the thesis organization of this thesis is as the follows:

Chapter I  discusses the background of the study, statement of the problem, scope of the study, objective of the study, significance  of the study, and thesis organization.

Chapter II presents information about translation, translation process, translation  strategies, and blindness.

Chapter III consists of research design, unit of analysis, source of data,     technique of data collection, and technique of data analysis.

Chapter IV discusses data analysis and its interpretation is the result of the analysis using the four politeness strategies in the movie. Finally the last chapter the researcher proposes conclusion and suggestion.

Chapter V presents conclusion and suggestion is conclusion and suggestions for this thesis and for the researcher.

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter provides a brief overview on the aspects of politeness strategies. In addition, the writer presents some previous related studies. Those are : Language that is an importan role in every human interaction, Pragmatics is a way of investigating how sense can be made of certain texts, Face Threatening Acts ( FTA’s) that means an act that threatens the positive and negative face of the hearer , and Politeness Strategies are strategies that are used to minimize or avoid the face threatening acts that a speaker makes.

For explanating of the review of related literature can be seen in the following sub chapter below :

2.1. Language

      Language is used to communicate, either orally or in written forms. With language, human being can express his feeling in mind. Language is required as a medium of communication. To establish the relationship we use language to interact with others.

            Language can be formed as a dialogue that becomes a very important matter in communicating and interacting with others. It can also build and develop social relationship at the time when we communicate with others “a spoken language is a human natural language in which the words are uttered through the mouth.” Most human languages are spoken languages. In linguistics, spoken language reveals many true features of human specch. One of the branch of lingiustics that reveals features of human speech is pragmatics.

2.2. Pragmatics

      Pragmatics is a way of investigating how sense can be made of certain texts even when, from a semantic viewpoint, the text seems to be either incomplete or to have a different meaning to what is really intended, for example, when people consider a sign seen in a children's wear shop window: "Baby Sale - lots of bargains". People know without asking that there are no babies are for sale - that what is for sale are items used for babies. Pragmatics allows us to investigate how this "meaning beyond the words" can be understood without ambiguity. The extra meaning is there, not because of the semantic aspects of the words themselves, but because people share certain contextual knowledge withthe writer or speaker of the text (Campsall, 2011 : 26).

      Pragmatics studies have related to many subjects, one of them is politeness which the writer of this research wants to find more about its strategies used. According to Yule (1996: 59), a linguistic interaction is necessarily a social interaction. In order to make sense of what is said inan interaction, people have to look at various factors which relate to social distance and closeness.

      Some of these factors are established prior to an interaction and hence are largely external factors. They typically involve the relative status of the participants, based on social values tied to such things as age and power. A linguistic interaction is necessarily a social interaction. In order to make sense of what is said in an interaction, people have to look at various factors which relate to social distance and closeness. Some of these factors are established prior to an interaction and hence are largely external factors. They typically involve the relative status of the participants, based on social values tied to such things as age and power. People take part in a wide range in interactions where the social distance determined by the external factors is dominant. However there are other factors, such as amount of imposition or degree of friendliness, which are often negotiated during an interaction. These are internal to the interaction and can result in the initial social distance changing, and being marked as less, or more, during its course. These internal factors are typically more relevant to participants whose social relationships are actually in the process of being worked out within the interaction. Both types’factors, external and internal, have an influence not only on what people say, but also on how people are interpreted. In many cases, the interpretations goes beyond what people might have intended to convey and include evaluations such as „rude’ and „inconsiderate’, or , considerate’ and , thoughtful’.

      Recognizing the impact of such evaluations makes it very clear that more is being communicated than is said. The investigation of that impact is normally carried out in terms of politeness. In pragmatics, politeness isn’t refer to the social rules of behavior such as letting people go first through a door, or wiping the mouth on the serviette rather than on the back of the hand. Brown and Levinson (1987) analyzed politeness and said in order to enter into social relationship, we have to acknowledge and show an awareness of the face, the public self-image, the sense of self, of the people that we address. Brown and Levinson said that it is a universal characteristic across culture that speaker should respect each other’s expectations regarding self image, take account of their feelings and avoid Face Threatening Acts (FTA’s).

2.3. Face Threatening Acts (FTAs)

      Brown and Levinson (1987: 65) stated that Face Threatening Act or FTA means an act that threatens the positive and negative face of the hearer. “If someone says something that represents a threat to another individual’s expectations regarding self-image”, it also can be described as FTA (Yule, 1996 : 61). For instance, when someone is using insult terms such as, stupid’, bastard’,and , jerk’ to another person is an impingement on his self-image, which causes a threat to the hearer’s positive face, which wants to be appreciated by everyone. In general, when people disagree with someone’s opinion it causes a threat to his positive face, as it means that people indicate that he is wrong about something. Meanwhile, when people request someone to refrain from doing something, it threatens the negative face of the hearer, who expects to have freedom of action. Also, when people ask someone to lend them money, it causes a threat on that person’s negative face as people have imposed themselves on him, that his want to be free from being imposed has been encroached. Therefore, if people threaten someone’s positive or negative face, but they do not mean it, then they need to minimize it by applying politeness strategies as suggested by Brown and Levinson ( 1987:61 ).

2.4. Politeness Strategies

      Politeness strategies are strategies that are used to minimize or avoid the face threatening acts that a speaker makes. According to Brown and Levinson (1987: 68-69), politeness strategies consists of bald on record, positive politeness, negative politeness, and off record. Bald on record consists of two strategies, positive politeness consists of fifteen strategies; negative politeness consists of ten strategies, and off record consists of fifteen strategies.

      The main theory that the writer chooses is Brown and Levinson’s Politeness: Some Universals in Language Usage (1987: 94-227). In general, there are four categories namely bald on record, positive politeness, negative politeness, and off record. Each category is described below.

2.4.1. Bald on Record

According to Brown and Levinson (1987:94-98), the prime reason for using bald on record is when the speaker wants to do the face threatening acts with maximum efficiency more than to satisfy hearer’s face, even to any degree. Bald on record has two classes: those where face threatening is not minimized, where face is ignored or irrelevant, and those where in doing the FTA, speaker minimizes face threats by implication. This bald on record consists of two strategies as shown below:

1.                  Strategy 1: Cases of non-minimization of the face threat

If speaker and hearer both know that maximum efficiency is important, noface redress is necessary. In cases of great urgency or desperation, redress would decrease the communicated urgency. Speaker provides metaphorical urgency for emphasis. For example:

Listen, I’ve got an idea...

Look, the point is this: ...

Speaker is powerful and does not fear retaliation or non-cooperation from hearer (speaker’s want to satisfy hearer’s face is small). For example:

Bring me wine, Jeeves.

Speaker does care about hearer, so that no redress is required. For example:

Careful! He’s a dangerous man. (warning hearer against someone who could threat him)

2.                  Strategy 2: Cases of FTA-oriented Bald-on-record usage

This strategy is oriented to face. Usually, it is used in 1) welcomings (or post-greetings), where speaker insists that hearer may impose on his negative face, for example: Come in, it’s okay. I’m not busy, in 2) farewells, where speaker insists that hearer may transgress on his positive face by talking his leave, for example: Okay, I’m stay here, you go, in 3) offers, where speaker insists that hearer may impose on speaker’s face, for example: Leave it to me (I’ll do it).

2.4.2.      Positive Politeness

Positive politeness is used to satisfy the positive face of the hearer by approving or including him as a friend or as a member of an in-group. According to Yule (1996: 64), a positive politeness strategy “leads the requester to inquire for a common goal, and even friendship”. The tendency to use positive politeness is to emphasize closeness between speaker and hearer. It can be seen as a “solidarity strategy”. This strategy is usually used by people who have known one another in order to indicate common ground and solidarity in which speaker shares hearer’s wants. Thus, the usage of positive politeness is not only to redress the FTA, but also to indicate that speaker wants to come closer to hearer. Positive politeness contains fifteen strategies (Brown and Levinson, 1987: 101-129) as seen below:

1.                  Strategy 1: Notice, attend to hearer (his interest, wants, needs, goods)

Speaker pays attention to any aspects of hearer’s condition (noticeable changes, remarkable possessions, etc). For example:

Goodness you cut your hair! (When someone cuts her hair)

What a wonderful car this is! Where did it come from? (When someone buys a car)

2.                  Strategy 2: Exaggerate (interest, approval, sympathy with hearer)

Speaker uses exaggerate intonation, stress, and other aspects of prosodic to show interest, approval, and sympathy to hearer. For example:

How fantastic your house is!

He looked incredibly dirty

3.                  Strategy 3: Intensify interest to hearer

Speaker includes hearer into the middle of the events being discussed to intensify the interest of speaker’s contribution by “making a good story”. For example:

I came to her house, and what do you think I see? A huge mess over the kitchen, the clothes are scattered all over the room, and the phone’s off the hook...

Speaker uses of directly quoted speech such as the usage of tag questions that draw hearer as a participant into that conversation. For example:

You know?

Speaker exaggerates facts to overstate. For example:

There were a million of people in the Co-op tonight!

4.         Strategy 4: Use in-group identity markers

a.    In-group usages of address forms, it is to express such in-group membershipinclude into generic names and terms of address. For example: honey, buddy, swetheart, pals, guys, Blondie.

b.    Use of jargon or slang, where speaker may evoke all the shared associations and attitudes that both of them have toward an object. For example: lend us two bucks then, wouldja pal?

c.    Contraction and ellipsis, where speaker and hearer must share some knowledge about the situation to understand the utterances, which is marked by ellipsis and contraction. For example: mind if I smoke?

5.                  Strategy 5: Seek agreement

Repetition, speaker stresses emotional agreement, interest, and surprise by conversation, to show that he has heard correctly what was said and to satisfy hearer. For example:

A: Ann wenot to Paris this week.

B: To Paris!

When someone is telling a story, the addressee often utters brief agreement after the speaker has spoken one or two sentences to indicate emphatic agreement. For example:

A: I won the championship.

B: Really?

6.         Strategy 6: Avoid disagreement

Token disagreement, speaker pretends to agree by twisting his utterances in order to hide disagreement that is to respond „yes’ rather than „no’. For example:

A: So they haven’t heard a word, huh?

B: Not a word. Not at all. Except Clara maybe.

Hedging opinions, speaker may choose to be vague for his own opinions, so as not to e seen to disagree. For example: I have absolutely no idea.

7.         Strategy 7: Presuppose/raise/assert common ground

a.    Personal-center switch, speaker to hearer speaks as if hearer was speaker or hearer’s knowledge was equal to speaker’s knowledge. For example: I just am sad, aren’t I?

b.    The usage of tag questions is to claim hearer’s knowledge of situation, where hearer couldn’t possibly know. For example: I have a great time, you know, it’s very nice to go with him and people have same hobbies, you know, he’s good.

c.    Place switch, the use of here and this rather that there and that seems to express increased participation or empathy. For example: This was a lovely party VERSUS that was a lovely party.

d.   Presuppose knowledge of hearer’s wants, tastes, habits, etc and to redress the imposition of FTA. For example: Don’t you wanna drink? (Offers) Presuppose familiarity in speaker-hearer relationship, the use of familiar address forms is to presuppose that the addressee is „familiar and soften the threat of FTA. For example: Look, you’re a pal of mine, so how about ...

e.    Presuppose familiarity in speaker-hearer relationship, the use of familiar address forms is to presuppose that the addressee is „familiar and soften the threat of FTA. For example: Look, you’re a pal of mine, so how about ...

f.     Presuppose hearer’s knowledge, the use of in-group codes (language, dialect, and jargon, local terminology) to show that hearer understands and shares the associations of that code. For example: I watched High Life yesterday and ...

g.    The use of pronoun where the referent hasn’t been made clear. For example: Oh, this is wonderful (complimenting a skirt)

8.         Strategy 8 : Joke

It is a technique for putting hearer „at ease or minimizing an FTA or requesting. For example:

Mind if I tackle those choc chips now?

How about lending me this old heap of junk? (hearer’s new Cadillac)

9.         Strategy 9: Assert or presuppose speaker’s knowledge of and concern for hearer’s wants

It is a way to indicate that speaker and hearer are cooperators and to put pressure on hearer to cooperate with speaker. For example: Look I know you want the car back at 5, so shouldn’t I go to town now?

10.       Strategy 10: Offer, promise

To redress the potential threat of some FTA, speaker claims that whatever hearer wants, speaker will help to obtain, to show speaker’s good intentions in satisfying hearer’s positive faces wants, even if it is false. For example:

I’ll drop by sometimes next week.

I’ll come to your house sometimes.

11.       Strategy 11: Be optimistic

It is another type of cooperative strategy. Speaker assumes that hearer wants speaker’s wants for speaker (or for both) and will help him to obtain them. For example;

I’ve come to borrow a cup of flour.

You’ll lend me your lawnmower for the weweekend, won’t you?

12.       Strategy 12: Include both speaker and hearer in the activity

Speaker uses an inclusive „people for, when speaker actually means, you or me, to call upon the cooperative assumptions and thereby redress FTA. For example:

Let’s stop for a bite. (i.e. I want a bite, so let’s stop)

Let’s have a cookie then. (i.e. Me)

13.       Strategy 13: Give (or ask for) reasons

Speaker gives reason as to why he wants what he wants and assumes (via optimism) that if there are no good reasons why hearer shouldn’t or can’t cooperate, he will. For example:

Why don’t people go to the beach!

Why don’t people try those cookies!

14.       Strategy 14: Assume or assert reciprocity

Speaker asks hearer to cooperate with him by giving evidence of habit or obligations obtained between speaker and hearer. Thus speaker may say, in effect, “I’ll do X for you if you do Y for me” to soften his FTA. By pointing to the reciprocal right (or habit) of doing FTA to each other, speaker may soften his FTA by negating the debt aspects and/or the face threatening aspect of speech acts such as criticism and complaints. For example: Well, I’ll keep quiet, if you keep it quiet about me keeping me quiet.

15.       Strategy 15: Givehints to hearer (goods, sympathy, understanding, cooperation)

Speaker may satisfy hearer’s positive face wants (that speaker wants hearer’s wants, to some degree) but actually satisfying some of hearer’s wants. Hence people have the classic positive politeness action of gift-giving, not only tangible gifts (with demonstrate that speaker knows some hearer’s wants and wants them to be fulfilled), but human-relation wants such as those illustrated in many of the outputs considered above-the wants to be liked, admired, cared about, understood, listened to, and so on.

2.4.3.      Negative Politeness

Negative politeness is redressive action addressed to the addressee’s negative face: his want to have his freedom of action unhindered and his attention unimpeded. It is the heart of respect behavior, just as positive politeness is the kernel of „familiar and „joking behavior (Brown and Levinson, 1987: 129-210).

The main focus for using this strategy is to assume that speaker may be imposing by the hearer, and intruding on their space. Therefore, these automatically assumethat there might be some social distance or awkwardness in the situation.According to Brown and Levinson, there are ten negative strategies:

1.                  Strategy 1: Be conventionally indirect

In this strategy a speaker is faced with opposing tensions: the desire to give hearer an “out”  by being indirect, and the desire to go on record. For example:

Can you pass the salt?

Why for God’s sake are you painting your house purple?

2.                  Strategy 2: Question, hedge

This strategy enjoins the speaker to question or hedge such assumptions. For example:

I suppose that Harry is coming. I wonder if (you know whether) John went out.

3.                  Strategy 3: Be pessimistic

This strategy gives redress to hearer’s negative face by explicitly expressing doubt that the conditions for the appropriateness of speaker’s speech act obtain. For example:

mp over that five-foot fence?

I don’t imagine there’d be any hope of you.

4.                  Strategy 4: Minimize the imposition

This strategy indirectly may pay hearer defense. For example:

I just want to ask you if I can borrow a tiny bit of paper.

I just dropped by for a minute to ask if you...

5.                  Strategy 5: Give deference

Speaker humbles himself, his capacities, and possessions, namely that which satisfies hearer’s wants to be treated as superior. For example:

People look forward very much to dining with you.

Oh yes thank you.

6.                  Strategy 6: Apologize

By apologizing for doing an FTA, the speaker can indicates his reluctance to impinge on hearer’s negative face and thereby partially redress that impingement. For example:

I’m sure you must be very busy, but...

I hope this isn’t going to bother you too much.

7.                  Strategy 7: Impersonalize speaker and hearer

One way to indicating that speaker does not want to impinge on hearer so to phrase the FTA as if the agent were other than speaker, or at least possibly not speaker or not speaker alone, and the addressee were other than hearer, or only inclusive of hearer. This results in a variety ways of avoiding the pronouns „I and You. For example:

It seems to me that...

It is not possible you do that.

8.                  Strategy 8: State the FTA as a general rule

One way of dissociating speaker and hearer from the particular imposition in the FTA, and hence a way of communicating that speaker does not want to impinge but is merely forced to by circumstances, is to state the FTA as an instance of some general social rule, regulation, or obligation. For example:

Passengers will please refrain from flushing toilets on the train.

I’m sorry, but late-comers cannot be seated till the next interval.

9.                  Strategy 9: Nominalize

In English, degrees of negative politeness (or at least formality) run hand in hand with degrees of nouniness, that is, formality is associated with the noun end of the continuum.

For example:

People urgently request your cooperation.

It is my pleasure to be able to inform you...

10.              Strategy 10: Go on record as incurring a debt, or as not indebting hearer

Speaker can redress an FTA by explicitly claiming his indebtedness tohearer, or by disclaiming any indebtedness of hearer, by means of expressions such as for requests and for offers. For example:

I’d be eternally grateful if you would ... (for request) I could easily do it for you. (for offers).

2.4.4.      Off Record

Off record is an indirect politeness strategy in which the speaker says something that can be interpreted in more than one way (Brown and Levinson, 1987:211-227). A communicative act is done off record if it is done in such a way that it is not possible to attribute only one clear communicative intention to the act. In other words, the actor leaves himself an, out by providing himself with a number of defensible interpretations; he cannot be held to have committed himself to just one particular interpretation of his act. Thus if a speaker wants to do FTA, but wants to avoid the responsibility for doing it, he can do it off record, and leaveit up to the addressee to decide how to interpret it.According to Brown and Levinson, there are fifteen off record strategies:

1.                  Strategy 1: Give hints

If speaker says something that is not explicitly relevant, he invites hearer to search for an interpretation of the possible relevance. The basic mechanism here is a violation of the Maxim of Relevance. For example:

It’s cold in here. (i.e. Shut the window)

What a boring movie! (i.e. Let’s leave)

2.                  Strategy 2: Give association clues

A related kind of implicature triggered by relevance violations is provided by mentioning something associated with the act required of hearer, either by precedent in speaker-hearer’s experience or by mutual knowledge irrespective of their interactional experience. For example:

My house isn’t very far away. There’s the path that leads to my house. (i.e. Please come to visit me)

Are you going to market tomorrow? There’s a market tomorrow, I suppose. (i.e. Give me a ride there)

3.                  Strategy 3: Presuppose

A third set of clues to speaker’s intent is related in a different way to the Relevance maxim. An utterance can be almost wholly relevant in context, and yetviolate the Relevance Maxim just at the level of presuppositions. For example:

I washed the car again yesterday.

John is in the bathtub yet again.

4.                  Strategy 4: Understate

Speaker understates what he actually wants to say. In the case of a criticism, speaker avoids the lower points of the scalar predicate, such as: tall, nice, good, and in the case of a compliment, or admission, speaker avoids the upper points. For example:

A: What do you think of Jim?

B: Nothing wrong with him (c.i. I don’t think he’s very good) (The understatement of criticism).

5.                  Strategy 5: Overstate

Speaker exaggerates or chooses a point on a scale, which is higher that the real situation. For example:

There were a million of people in the Co-op tonight! (It could convey an excuse ofbeing late)

You never doing washing up. (convey a criticism).

6.                  Strategy 6: Use tautologies

By uttering a tautology, speaker encourages hearer to look for an informative understanding of the non-informative utterance. For example;

Your clothes belong where you clothes belong. My clothes belong where myclothes belong. Look upstairs! (criticism)

7.                  Strategy 7: Use contradictions

By stating two things that contradict each other, speaker shows that he cannot be telling the truth and encourages hearer to look for an interpretation that reconciles the two contradictory things. For example:

A: Are you upset about that?

B: Well, yes and no.

8.                  Strategy 8: Be ironic

By saying the opposite of what he means, speaker can indirectly express intended meaning. For example:

Jim’s real genius. (after Jim has done twenty stupid things in a row) Lovely neighbor, eh? (in a slum)

9.                  Strategy 9: Use metaphors

There is a possibility for the use of metaphor by off record, which marked with hedging particles such as: real, regular, sort of, as it were that make their status explicit. For example:

Jim’s a real fish. (c.i. he drinks/swims/is slimy/is cold-blooded like a fish)

The main thing is that (he) , eats kicks. (let him suffer)

10.              Strategy 10: Use rhetorical questions

Speaker asks a question with no intention of obtaining an answer; it may be used to do FTA. For example:

How was I to know ... (an excuse, c.i. I wasn’t)

What can I say? (nothing, it’s so bad) (a criticism)

11.              Strategy 11: Be ambiguous

Speaker achieves a purposeful ambiguity through metaphor. For example:

Jim’s a pretty sharp cookie. (it could be either a compliment or insult)

12.              Strategy 12: Be vague

Speaker goes off record with an FTA by being vague about who the object of the FTA is, or what the offence is. For example: Looks like someone may have had too much to drink. (vague understatement)

I’m going ... you know ... where.

13.              Strategy 13: Overgeneralize

Speaker utters a rule instantiation which may leave the object of the FTA vaguely off record. Hearer then has the choice of deciding whether the general rule applies to him. For example:

Mature people sometimes help do the dishes. A penny saved is a penny earned.

14.              Strategy 14: Displace hearer

“Speaker goes off record as to whom the target for his FTA is, or he may pretend to address the FTA to someone whom it wouldn’t threaten and hope the real target will see that the FTA is meant at him” (Brown and Levinson, 1987: 226). For example:

A secretary in an office asks another – but with negative politeness to pass the stapler, in circumstances where a professor is much nearer to the stapler than the other secretary. His face isn’t threatened, and he can choose to do it himself as a bonus ,free gift

15.              Strategy 15: Be incomplete, use ellipsis

Speaker purposely does not finish his utterance and leave an FTA halfundone, thus leaves the implicature „hanging in the air, just as with rhetorical questions. For example:

Well, I didn’t see you ...

Well, if one’s leaves one’s tea on the wobbly table...

When people start or begin a communication with others, they have to pay attention on maintaining relationship with others. People have to consider their communications are based on how close the relationship status that they have with others, which on the theory it is called as social distance.

2.5.            Social Distance

Green (1996: 151) says that although many people associate the notion of politeness exclusively with formal and informal behavior, both Lakoff and Brown and Levinson take the ways which intimates are expected to show their regard to each other as a natural extension of formal and informal politeness principles that govern interpersonal interaction between non-intimates.

Brown and Levinson (1987: 17-22) attempt to characterize the factors which make one rule or strategy more appropriate than the others, allowing a large power, small distance relationship (e.g. parent-child) to count the same as the medium power, medium distance (e.g. doctor-patient) in determining that the informal, negative politeness strategy of offering options is called for. Then, Brown and Levinson’s scheme ( 1987:68-69 ) predicts that in situation where there is a largepower differential between the participants, they will use different politeness strategy. Speakers, even a particular speaker and addressee, may differ in their respective estimates of social distance between them. In addition, speakers apply the various politeness strategies and tactics in different ways according to their desire to change that social distance, their beliefs about what kind of situation a certain behavior is appropriate to, and finally according to their personal style.

CHAPTER III

RESEARCH METHOD

In conducting this research, it is important for a researcher to determine the research method that researcher would like to use. This chapter discusses research method used in this research including: research design, unit of analysis, source of data, technique of data collection and technique of data analysis.

3.1.Research Design

The study is descriptive qualitative. It provides the answers to the questions of how something happened and who was involved, but not why something happened or why someone was involved (explanatory research). Descriptive research provides a detailed profile of an event, condition or situation using either quantitative, qualitative or a combination of methods. Data gathering techniques such as field research and case studies are for qualitative descriptive research. Based on statement above this thesis is descriptive qualitative because this thesis describes the way politeness strategies are used by someone. The data of the research are the utterances, which contain politeness strategies employed by Louanne Johnson. This study has one primary data source which is the video of Dangerious Mind. The researcher also used script of the dialogue of that video taken from the internet.

3.2.Unit of Analysis

The unit analysis of this study are utterances of Louanne Johnson to her students that were taken from script of Dangerious Mind movie.

3.3.Source of the data

The Sources of data of this study are video and data transcription. They were taken from http/ www.imsdb.com/ dangerious-mind.html. The movie was presented by Hollywood Pictures on August 11, 1995.

3.4.Techniques of Data Collection

1.    Browsing many kind of  videos and its transcriptions from the internet, actually there are many kind of movies and the trancriptions but the researcher only focus on this movie.

2.    Choosing the video and transcription of Dangerious Mind movie. The researcher is so interested in analyzing this movie since this movie provides a lot of politeness strategies produced by character’s conversation, especially conversation among Louanne Johnson especially to her students when they are inside the classroom and outside the classrooom.

3.    Downloading the video as well as  its transcription from http/ www.imsdb.com/ dangerious-mind.html

3.5.Techniques of Data analysis

The data that have been collected then are analyzed by using the fol lowing steps:

1.    Watching Dangerious Mind movie while reading its script. The researcher only twice watching the movie because this movie is easy to understand.

2.    Classifying the utterances in the dialogue among Louanne Johnson based on the theory of politeness strategies.

3.    Identifying the politeness strategies used by Louanne Johnson. For exampale : when Ms.Johnson with Carla, a teacher in the office doing job interview.

Exerpt 5

Carla        :              well, it would be no problem to get you emergency certification. When could you start?

               Louanne :              start?

4.    Classifying the politeness strategies based on the framework proposed by Brown and Levinson ( 1987:94-227 ). For example : Ms. Johnson  used  Positive Politeness strategy 5 / repetation.

5.    Analyzing the factors influencing the politeness strategies used by Louanne Johnson based on the theory of Brown and Levinson. For example : The utterance...”start” it shows that Ms. Johnson surprised that she could start working as a teacher. It shows that she has heard correctly what Ms. Carla was said and she also satisfies Ms. Carla.

6.    Interpreting the data.

CHAPTER IV

DATA ANALYSIS

This chapter is concerned with the analysis of the data in order to answer the research questions mentioned in the first chapter. This chapter consists of two parts. The first part is the analysis for answering research question number one: What  types politeness strategies are used by Louanne Johnson. The second part is the analysis to answer research question number two: What factors are influencing the use of those strategies.

            In this research, the researcher took the data from the script of “Dangerous Mind” which contain conversations among Louanne Johnson and her students, friends, her friends, and the staff of the Palo Alto High School. The  movie is based on a true story (My Posse Don't Do Homework, written by Louanne Johnson). This movie tells us about Ex-Marine, Louanne Johnson comes to a Palo Alto high school in search of a job as a student teacher. She gets is a full-time position teaching English to a group of bright but "socially challenged" students that she quickly dubs as the "rejects from hell."

4.1. The Politeness Strategies Used By Louanne Johnson.

            For analyzing the data and for answering the research questions, the researcher used the theory about politeness strategies from Brown and Levinson (1987), saying that politeness strategies are the strategies that are used to minimize or avoid the face threatening acts that a speaker makes. According to Brown and Levinson (1987: 68-69), politeness strategies consist of bald on record,

positive politeness, negative politeness, and off record. The researcher analyzes these four strategies that are used by Louanne Johnson in Dangerous Mind movie.

            In order to see the global frequency of politeness strategies used by Louanne Johnson, table 4.1 is presented.

Table 4.1. The Frequency of Politeness Strategies Used By Louanne Johnson

No	The types of politeness strategies	Louanne Johnson
		Frequency	Percentage
1	Bald On Record	12	20.70%
2	Positive Politeness	30	51.80%
3	Negative Politeness	9	15.60%
4	Off Record	6	10.50%
Total		57	100%

            In the table of frequency of politeness strategy used by Louanne Johnson above, the researcher found four strategies, those are : 12 ( 20.70% ) Bald on record, 30 ( 51.80%) positive politeness, 9 ( 15.60% ) negative politeness, and 6 ( 10.50% ) off record.

            The domination of positive politeness strategy is caused by age and social status of Ms. Johnson which is higher than her students, meanwhile formality also influence the domination of politeness strategy used by Ms. Johnson to the other ( friends, staff of school, and students’ parents ).

4.1.1. Bald On Record

The prime reason for using bald on record is when the speaker wants to do the face threatening acts with maximum efficiency more than to satisfy hearer’s face, even to any degree. Bald on record has two classes: those where face threatening is not minimized, where face is ignored or irrelevant, and those where in doing the face threatening acts (FTAs), speaker minimizes face threats by implication.

In order to see the bald on record strategy used by Louanne Johnson, Table 4.2 is presented. This table includes the types of strategies, frequency of bald on record used by both of them, and the percentage of each strategy. The strategies presented in the table are the ones introduced by Brown and Levinson (1987).

4.2. Frequency of Bald On Record Strategy Used by Louanne Johnson

Strategy	Name of Strategy	Louanne Johnson
		Frequency	Percentage
1	Cases of nonminimization Of the face threat	8	13.80%
2	Cases of FTA-oriented Bald-on-record usage	4	6.90%
Total		12	20.70%

Table 4.2 shows that there are 12 bald-on record utterances. They are 8 Cases of non-minimization of the face threat utterances and 4 cases of FTA-oriented bald-on usage utterances. For the explanation can be seen on sub chapter below :

4.1.1.1. Strategy 1 cases of non-minimization of the face threat

If speaker and hearer both know that maximum efficiency is important, no

face redress is necessary. In cases of great urgency or desperation, redress would decrease the communicated urgency. Speaker provides metaphorical urgency for emphasis. The example of this strategy can be seen on excerpt 1 and excerpt 2 below :

Excerpt 1

Context : It takes place inside of the classroom. A student, Raul asked  some karate to Ms.Johnson.

Raul :                I'll try some karate with you, Miss Johnson.

Ms. Johnson : I'm sorry, but I'm not allowed to touch a student. But if you really think you know what you're doin', come on up here.

                       

            From the conversation above, the utterances ...“come on up here” can be seen that Ms. Johnson is powerful and she non-cooperates from Raul’s utterances. However Ms. Johnson is his teacher that’s why Ms. Johnson is more powerful than him.

Excerpt 2

Context : It takes place at school, when both of students, Raul and Emilio Ramires they were  coming to blow, before Ms. Johnson came and broke up their fight.

Ms. Johnson :  Back off! Hey, hey, hey, hey! Hey! Hey! Hey! iPuto! One of you makes a move, I will call security!

Raul :                Aw, bullshit! Big fuckin' deal. They don't care.

Ms. Johnson :  Okay, get to your classes. Okay. lt's all over. Move!

              

            From the conversation above, the utterances ...“get to your classes” and ...“move” can be seen that Ms. Johnson is powerful and she non-cooperates from their utterances. However, Ms. Johnson is his teacher that’s why Ms. Johnson is more powerful than them.

4.1.1.2. Strategy 2 : Cases of FTA-oriented Bald-on-record usage

            This strategy is oriented to face. Usually, it is used in welcomings (or post-greetings), farewells, where speaker insists that hearer may transgress on his positive face by talking his leave, and offers, where speaker insists that hearer may impose on speaker’s face. The example of this strategy can be seen on excerpt 3 below :

Excerpt 3

Context : it takes place in a restaurant. Raul went to be absent for couple days to work out because he must pay his jacket.

Raul :                Miss J, I gotta pay him back. He'll kill me. I didn't have nothing to wear!

Ms. Johnson :  Fine. I'll lend it to you.

               Ms. Johnson offered him to lend some money, wherethe utterances ...”I’ll lend it to you” from Ms.Johnson insist that Raul may impose on her face. In the context here, Ms. Johnson doesn’t want Raul to be absent from her class.

4.1.2. Positive Politeness

Positive politeness is used to satisfy the positive hearer by approving or including her as a friend or as a member of an-in group. It is usually seen in group of friends or where people in the given social situation know each other fairly well.

It usually tries to minimize the distance between them by expressing friendliness and solid interest in the hearer‟s need to be respected (for minimizing the FTA).

In order to see the positive politeness strategy used by Louanne Johnson Table 4.3 is presented.

4.3. Frequency of Positive politeness Used By Louanne Johnson.

Strategy	Name of Strategy	Louanne Johnson
		Frequency	Percentage
1	Notice, attend to hearer  (his interest, wants, needs, goods)	1	1.70%
2	Exaggerate (interest, approval, sympathy with hearer)	6	10.30%
4	Use in-group identity markers	11	19.00%
5	Seek agreement	1	1.70%
6	Avoid disagreement	3	5.10%
7	Presuppose/raise/assert common ground	1	1.70%
8	Joke	3	5.10%
9	Assert or presuppose speaker’s knowledge of and concern for hearer’s wants	1	1.70%
10	Offer, promise	1	1.70%
12	Include both speaker and hearer in the activity	1	1.70%
14	Assume or assert reciprocity	1	1.70%
Total		30	51.80%

           

There are fifteen strategies in positive politeness, but some of them are not found in the conversation among Ms. Johnson and her partner. Those are strategy 3 (Intensify interest to hearer ), strategy 11 (Be optimistic ), strategy 3 (Give (or ask for) reasons ), and strategy 15 : Givehints to hearer (goods, sympathy, understanding, cooperation).

            Table 4.3 shows there are thirty strategies used by Louanne Johnson, they are 1 notices, attend to hearer strategy, 6 exaggerate strategies, 11 uses in group identity markers strategies, 1 seeks agreement strategy, 3 avoids disagreement strategies, 1 presupposes strategy, 3 joke strategies, 1 assert knowledges of and concern for hearers’ wants strategy, 1 offers, promises strategy, 1 includes both speaker and hearer in the activity strategy, and 1 assumes or assert reciprocity strategy.

            The positive politeness is distributed in many strategies that are shown in the conversation among Louanne Johnson her partner. She gradually becomes closer to her partner psychologically, and she wants to maintain a good relationship with her partner, especially for her students. For the explanation can be seen on sub chapter below :

4.1.2.1. Strategy 1 Notice, attend to hearer  (his interest, wants, needs, goods)

            Speaker pays attention to any aspects of hearer’s condition (noticeable changes, remarkable possessions, etc). The example of this strategy can be seen on excerpt 4 below :

Excerpt 4

Context : It takes place in a restaurant with Raul. Ms. Johnson gave a reward to three students who won from a quiz. They were Raul, Callie and Durrel but only Raul could come. He looked handsome that night.

Ms. Johnson :            I couldn’t find a parking space.

Raul :                         It’s okay. I just got here myself.

Ms. Johnson :            Oh, you look very handsome

Ms. Johnson uses “oh, you look very handsome” to tell Raul that he was not as usual, he changed more handsome than usual. In the context here, Ms. Johnson pays to any aspects of Raul’s condition.

4.1.2.2. Strategy 2 Exaggerate (interest, approval, sympathy with hearer)

            Speaker uses exaggerate intonation, stress, and other aspects of prosodic to show interest, approval, and sympathy to hearer. The example of this strategy can be seen on excerpt 5 :

Excerpt 5

Context : It takes place inside of the classroom. Ms. Johnson asked her students and they answered it correctly.

Ms. Johnson :            Okay. So, “never” is...

The Students :It’s a adverb! adverb! adverb! adverb!

Ms. Johnson :            Adverb! Fantastic! Whoo! You are guys are sharp!

In the utterances...”fantastic” and ...” you are guys are sharp” by Ms. Johnson, she pays to the students that they are clever. It also shows that Ms. Johnson uses exaggerate intonation, stress, and other aspects of prosodic to show interest, approval, and sympathy to her students.

4.1.2.3 Strategy 4: Use in-group identity markers

This strategy is used to express such in-group membership which include into generic names and terms of address, using jargon or slang where speaker may evoke all the shared associations and attitudes that both of them have toward an object, or using contraction and ellipsis where speaker and hearer must share some knowledge about the situation to understand the utterances, which is marked

by ellipsis and contraction.

            1. In-group usages of address forms, it is to express such in-group membershipinclude into generic names and terms of address. The example can be seen on excerpt 6 :

Excerpt 6

Context :  It takes place inside of the classroom. A student asked Ms. Johnson why she care to them. The example can be seen on excerpt 7 below :

Ms. Johnson :  There are a lot of people who live in your neighbourhood who choose not to get on that bus. What do they choose to do? They choose to go out and sell drugs. They choose to go out and kill people. They choose to do a lot of other things. But they choose not to get on that bus. The people who choose to get on that bus, which are you, are the people who are saying, "l will not carry myself down to die. When I go to my grave My head will be high"That is a choice. There are no victims in this classroom!

The student :   Why do you care anyway? You just here for the money?

Ms. Johnson : Because I make a choice to care. And, honey, the money ain’t that good.

            “Honey” is inclueded in group usages of address form, because from the conversation above Ms. Johnson expresses her student into generic name and terms of address. The reason why Ms. Johnson uses that utterance is that she wants to closer to her students while she hopes her students more proud of her.

            2. Use of jargon or slang, where speaker may evoke all the shared associations and attitudes that both of them have toward an object. The example can be seen on excerpt 7 :

Excerpt 7

Context : It takes place inside of the classroom. Ms. Johnson made a deal when the students finish the assignment from her, she would take all of the student  to a place that has highest parachute jumps, the biggest roller coaster and the best rides.

Ms. johnson:  When we finish this assignment, I am gonna take all of you to a place that has the highest parachute jumps, the biggest roller coaster, the best rides, the most delicious hot dogs, the hardest games and the best prizes in the world.

                  

Students :         You're kiddin'. For real? And we don't gotta pay for it? And we don't gotta pay for it?

Ms. Johnson:    Not a penny.

           

            The utterance ...”penny” is included in Use of jargon or slang, where Ms. Johnson as a speaker may evoke all the shared associations and attitudes that both of them have toward an object. In the context here, “penny” refers to money.

4.1.2.4. Strategy 5 : Seek agreement

            For seeking an agreement a speaker can use repetition for stressing emotional agreement, interest and surprise by conversation, to show that the speaker has heard correctly what was said and to satisfy the hearer.

            Repetition, speaker stresses emotional agreement, interest, and surprise by conversation, to show that he has heard correctly what was said and to satisfy hearer. The example of  strategy 5 can be seen below :

Excerpt 8

Context : It takes place inside of the staff room. When Ms. Johnson got a job as a teacher.

Ms. Carla :       W-Well, it would be no problem to get you emergency certification. When could you start?

Ms. Johnson :  Start?

               The utterance...”start” shows that Ms. Johnson was surprised that she could start working as a teacher. It shows that she has heard correctly what Ms. Carla was said and she also satisfies Ms. Carla.

4.1.2.5 Strategy 6 : Avoid disagreement

               In token disagreement, speaker pretends to agree by twisting his utterances

in order to hide disagreement that is to respond, yes’ rather than , no’. The example of strategy 6 can be seen below :

Excerpt 9

Context : It takes place inside of the staff room. When Ms. Johnson got a job as a  full time teacher.

Carla:             Teaching. Miss Johnson, I'lI-I'll cut to the chase. One of our, uh, academy teachers, Mrs. Shepherd, left, and since then we've had three substitute teachers. The last one, Mrs. Gingrich, fell ill just this morning. So we have a fulI-time position and we need to fill it now.

Ms. Johnson: I-Um-Full time.

Carla:             Yes.

Ms. Johnson: I'm sorry, um, I thought this was an interview to, uh, t-to student teach. WelI Uh, w-w-w-w-wh-Um.. I’m interested.

            Ms. Johnson agreed with Ms. Carla, it shows by the utterances ...”I’m interested”, but she pretends by twisting his utterances in order to hide disagreement by utterances ... “I thought this was an interview”.

4.1.2.6 Strategy 7: Presuppose/raise/assert common ground

            The usage of tag questions is to claim hearer’s knowledge of situation, where hearer couldn’t possibly know. The example of ttrategy can be explained on excerpt 10 below :

Excerpt 10

Context : It takes place inside of the classroom. Ms. Johnson and her students were talking about Mr. Tambourine Man ( poem ).

Ms. Johnson :  Well, you kn-That's a good point. I mean, i-i-it's-it's a weird choice. So, what if I told you that Mr Tambourine Man is a code name?

                  

Student  :          A code name for what? James Bond.

                  

Ms. Johnson :  A drug dealer.

Student :           ls it?  

                  

Ms. johnson:    Well, a lot of people think so. You know, this song is from the '  s, when you couldn't sing about drugs, so they had to make up codes.

              

            Ms. Johnson caims her student’s knowledge of the situation ( poem ) by the utterances ... “you know, this song is from the ‘s” because her students couldn’t know about the meaning of the poem yet.

4.1.2.7. Strategy 8 : Joke

            It is a technique for putting hearer „at ease or minimizing an FTA or requesting. The example of strategy 8 can be explained below :

Excerpt 11

Context : It takes place inside of the staff room. When Ms. Johnson got a job as a teacher. Ms. Carla was little bit unbelieve that Ms. Johnson was ex-marine.

Ms. Carla:        Oh Oh. No, only-only good. And I must say, it-it isn't often that we have an applicant of your maturity and, uh,varied experience. Um, B.A. in English Lit, public relations, telemarketing.M-Marine. Mm-hmm. You don't look like a Marine.

Ms. johnson:    Oh, well. Long sleeves. Hides the tattoos.

               Ms. Johnson minimzes her FTA to Ms. Carla by saying “long sleeves, hide tattoos”, because tatto is one identity of a marine. It is a technique for putting the hearer ( Ms. Carla ). The reason why Ms. Johnson uses joke strategy since she wants to get closer to Ms. Carla.

4.1.2.8. Strategy 9: Assert or presuppose speaker’s knowledge of and concern for hearer’s wants

            It is a way to indicate that speaker and hearer are cooperators and to put pressure on hearer to cooperate with speaker. The example of this strategy can be explained on excerpt 12 below :

Excerpt 12

Context : It takes place outside of the classroom, between Ms. Johnson and Emilio after he fought with Raul.

Ms. Johnson :  Nasty cut. You mind telling me what the fight was about in the first place?

Emilio :             Yeah.

Ms. Johnson :  I really would like to know what happened. I'm not gonna make any trouble for you. I just wanna know, was it worth it?

Emilio :             Yeah, it was worth it.

               Ms. Johnson and Emilio are cooperators and to she put pressure on Emilio to cooperate with her. By the utterances “I really would like to know what happened. I’m not gona make any trouble for you”, Ms. Johnson just wants to know what happen, and probably she wants to help them to solve their problem well.

4.1.2.9. Strategy 10: Offer, promise

               To redress the potential threat of some FTA, speaker claims that whatever hearer wants, speaker will help to obtain, to show speaker’s good intentions in satisfying hearer’s positive faces wants, even if it is false. The example of this strategy can be  seen on excerpt 13 :

Excerpt 13

Context : It takes place inside of the classroom. Ms. Johnson made a deal when the students finish the assignment from her, she would take all of the student  to a place that has highest parachute jumps, the biggest roller coaster and the best rides.

Ms. johnson:  When we finish this assignment, I am gonna take all of you to a place that has the highest parachute jumps, the biggest roller coaster, the best rides, the most delicious hot dogs, the hardest games and the best prizes in the world.

                  

Students :         You're kiddin'. For real? And we don't gotta pay for it? And we don't gotta pay for it?

Ms. Johnson:    Not a penny.

              

               The utterances... “I am gonna take all of you to a place that has the highest parachute jumps, the biggest roller coaster, the best rides, the most delicious hot dogs, the hardest games and the best prizes in the world” shows that Ms. Johnson promised to her students. It can be inclueded in strategy 10 because speaker ( Ms. Johnson ) claims that whatever hearer ( the students ) wants, that is vacation, it probably can raise their motivation up. It also shows her good intension in satisfying her students’ positive face.

4.1.2.10. Strategy 12: Include both speaker and hearer in the activity

            Speaker uses an inclusive , people for, when speaker actually means, you or me, to call upon the cooperative assumptions and thereby redress FTA.the example of strategy 12 can be seen on excerpt 14 below :

Excerpt 14

Context : It takes place inside of the class. The student asked Ms. Johnson to learn karate, but she couldn’t because she wanted to teach about conjugate verb.

Ms. Johnson :  Well, I can't just teach you karate. I'll show you another hold next week.

The students :  Get outta here! Belt it out, too. I wanna hear it. We eat green beans for dinner. What you do with 'em? "We eat green beans for dinner." Okay Hey, Pam. Pam! Ye-Yo, Chris! Hey. Hey. Hey, what's up? Hey, man, it's not a big deal, okay?

                  

Ms. Johnson  wrote an example of conjugate verb on the blackboard : “WE WANT TO DIE”

Ms. Johnson :  ls that true? Let’s talk..

           

       Ms. Johnson uses an inclusive for her students by utterance “let’s talk..”. Ms. Johnson is really wants to teach about conjugate verb and also she wants to talk about the example on the blackboard.

4.1.2.11. Strategy 14: Assume or assert reciprocity

            Speaker asks hearer to cooperate with him by giving evidence of habit or obligations obtained between speaker and hearer. Thus speaker may say, in effect, “I’ll do X for you if you do Y for me” to soften his FTA. By pointing to the reciprocal right (or habit) of doing FTA to each other, speaker may soften his FTA by negating the debt aspects and/or the face threatening aspect of speech acts such as criticism and complaints. For the explanation can be explained on excerpt 15 below :

Excerpt 15

Context : it takes place in security office, the conversation between Emilio and Ms. Johnson after Emilio Fought with Raul.

Ms. Johnson :  Why? You feel angry a lot of the time?

Emilio :             So now you're gonna try and psychologize me? You're gonna try and figure me out? I'll help you. I come from a broken home, and we're poor. Okay? I see the same fuckin' movies you do, man.

Ms. Johnson :  You stop this mad.

                          I would like to help you, Emilio.

                 

              

               Ms. Johnson asks Emilio to cooperate with her by giving evidence of obligation. In the utterances “you stop this mad. I would like to help you, Emilio” Ms. Johnson also soften her FTA by negating the debt aspect to Emilio, so he has no choice.

4.1.3 Negative Politeness

            Negative politeness is redressive action addressed to the addressee’s negative face: his want to have his freedom of action unhindered and his attention unimpeded. It is the heart of respect behavior, just as positive politeness is the kernel of, familiar and, joking behavior (Brown and Levinson, 1987: 129-210).

The main focus for using this strategy is to assume that speaker may be imposing by the hearer, and intruding on their space. Therefore, these automatically assume that there might be some social distance or awkwardness in the situation.

In order to see the negative politeness strategy used by Louanne Johnson Table 4.4 is presented.

Table 4.4. Frequency of Negative Politeness Strategy Used By Louanne Johnson

Strategy	Name of Strategy	Louanne Johnson
		Frequency	Percentage
1	Be conventionally indirect	2	3.50%
3	Be pessimistic	4	6.90%
6	Apologize	1	1.70%
8	State the FTA as a general rule	1	1.70%
10	Go on record as incurring a debt, or as not indebting hearer	1	1.70%
Total		9	15,60%

There are ten strategies in positive politeness, but some of them are not found in the conversation among Ms. Johnson and her partner. They are : strategy2 : question hedge, strategy 4 : minimize the imposition, strategy 5 : give diference, strategy 7 : impersonalize speaker and hearer, and startegy 9 : nominalize.

            When examining Table 4.4 which contains the information concerning on the negative politeness strategy used by Louanne Johnson in Dangerous Mind movie, the researcher the researcher found some of negative politeness strategy, they are : 2 be conventionally indirect strategies, 4 be pessimistic strategies, 1 apologize strategy, 1 state the FTA as general rule strategy, and 1 go on record as incuirring a debt, or as not indebting hearer satrategy.

For explanating of the negative politeness used by Louanne Johnson can be seen in the following sub chapter below :

4.1.3.1 Strategy 1: Be conventionally indirect

           In this strategy a speaker is faced with opposing tensions: the desire to give hearer an “out”  by being indirect, and the desire to go on record. The example of this strategy can be seen on excerpt 16 :

Excerpt 16

Context : It takes place at school. Ms. Johnson become anger because she has bad bahavior from her new students, then he told to Mr. Griffith.

Ms. Johnson :  Who are these kids, rejects from hell?

                  

Mr. Griffith :   No. They're bright kids with little or no educational skills and what we politely call a lot of social problems.

Ms. Johnson :  Damn it, Griffith, you could've warned me!

           The utterances “Who are these kids, rejects from hell?” desires to give Mr. Griffith an “out” by being indirect, and the desire to go on record. Ms. Johnson uses that utterance since she knows the teacher before her went out because the students are “reject from hell” and Mr. Griffith doesn’t tell her.

4.1.3.2 Strategy 3: Be pessimistic

This strategy gives redress to hearer’s negative face by explicitly expressing doubt that the conditions for the appropriateness of speaker’s speech act obtain. The example of strategy 3 can be explained on excerpt 17 below :

Excerpt 17

Context : It takes place inside of the classroom. The conversation among Ms. Johnson and her students, when she tought some karate to them.

Raul:                 All right. Yeah, shit. I'm gonna take that motherfucker. Come on, Nacho. Shit. All right. Come on, let's go, ése.

The students :  Let's go. Shit! You guys

                          Wait, wait, wait. Whoa!

            

Ms. Johnson :  You guys don't know shit. You don't even know any throws.

                  

A student :       Now, I heard that a Marine can kill a man with his, uh, bare hands. ls that true?

                  

Ms. Johnson:   Absolutely.

               The utterances “You guys don't know shit. You don't even know any throws” shows that Ms. Johnson gives negative face for the appropriateness of her speech act obtain. It is probably caused by Ms. Johnson can’t control her speaking and follows her students using slang words.

4.1.3.3. Strategy 6 : apologize

            By apologizing for doing an FTA, the speaker can indicates his reluctance to impinge on hearer’s negative face and thereby partially redress that impingement. The example of strategy 6 can be seen on excerpt 18 below :

Excerpt 18

Context :  It takes place in a cafe. The conversation between Ms. Johnson and Mr. Griffith.

Ms. Johnson :  ls that his thumb? I thought that was a cigarette. How is Maggie?

Mr. Griffith :   Good. She wants you to come over for dinner.

Ms. Johnson :  We had some fun times, you and Maggie and me and-what's his name?

Mr. Griffith :   I remember. Yeah.

      

Ms. Johnson :  I remember too. That's why it's hard for me to come to dinner. Sorry.

               Ms. Johnson by the utterances “why it's hard for me to come to dinner, Sorry” indicates her reluctance to impinge on Hal’s negative face and thereby partially redress that impingement. She wants to reject the invitation from Hal’s wife smoothly.

4.1.3.4. Strategy 8: State the FTA as a general rule

One way of dissociating speaker and hearer from the particular imposition in the FTA, and hence a way of communicating that speaker does not want to impinge but is merely forced to by circumstances, is to state the FTA as an instance of some general social rule, regulation, or obligation. The example of strategy 8 can be seen on excerpt 19 below :

Excerpt 19

Context : It takes place in headmaster’s office. Ms. Johnson got a warning from headmaster because she took her student went to a waterpark.

Headmaster:    Miss Johnson, the-the School Board would have every right to insist on your dismissal. You informed no one. You got no permission slips.

Ms. Johnson :   Oh, but there was no one to inform. All the kids just decided to go to the amusement park at the last minute. And then they let me come along.

                   

Headmaster :   Did they pay for you?

Ms. Johnson :  No, I paid for them. I was just so moved by the invitation.

Ms. Johnson uses the utterance “Oh, but there was no one to inform” because she doesn’t know that she must have a permission slip to go out with her students. She also does not want to impinge the headmaster, but it  is merely forced to by circumstances, is to state the FTA as an instance of regulation as a teacher.

4.1.3.5. Strategy 10: Go on record as incurring a debt, or as not indebting hearer.

               Speaker can redress an FTA by explicitly claiming his indebtedness tohearer, or by disclaiming any indebtedness of hearer, by means of expressions such as for requests and for offers. The example of strategy 10 can be seen on excerpt 20 :

Excerpt 20

Context : It takes place at the school, when both of students, Raul and Emilio Ramires they were  coming to blow.

Ms. Johnson :  Back off! Hey, hey, hey, hey! Hey! Hey! Hey! iPuto! One of you makes a move, I will call security!

Raul :                Aw, bullshit! Big fuckin' deal. They don't care.

Ms. Johnson :  Okay, get to your classes. Okay. lt's all over. Move!

               Ms. Johnson redresses her FTA by explicitly claiming her indebtedness to Raul and Emilio by means request : “makes a move”. Then offer : “I will call security”. The utterances used by Ms. Johnson because she wants Raul and Emilio stop fighting.

4.1.4. Off Record

               Off record is an indirect politeness strategy in which the speaker says something that can be interpreted in more than one way (Brown and Levinson, 1987:211-227). A communicative act is done off record if it is done in such a way that it is not possible to attribute only one clear communicative intention to the act. In other words, the actor leaves himself an, out by providing himself with a number of defensible interpretations; he cannot be held to have committed himself to just one particular interpretation of his act. Thus if a speaker wants to do FTA, but wants to avoid the responsibility for doing it, he can do it off record, and leaveit up to the addressee to decide how to interpret it.

In order to see the off record strategy used by Louanne Johnson Table 4.5 is presented.

4.5. Frequency of off record strategy used by Louanne Johnson.

Strategy	Name of Strategy	Louanne Johnson
		Frequency	Percentage
1	Give hints	1	1.70%
2	Give association clues	2	3.50%
4	Understate	1	1.70%
8	Be ironic	1	1.70%
9	Use metaphors	1	1.70%
Total		6	10.50%

               Based on table 4.5 can be seen that some of off record strategies are not used by Ms. Johnson in her conversation, they are strategy 3 : presuppose, strategy 5 : overstate, strategy 6 : use tatologies, strategy 7 : use contradictions, strategy 11 : be ambiguous, strategy 12 : be vague, strategy 13 : overgeneralize, strategy 14 : displace hearer. Meanwhile the other strategies used by Ms. Johnson in her conversation. The reason why using of off record strategy because Ms. Johnson’s social culture is equal and higher than her partner.

               Table 4.5 shows of some off record strategies used by Ms. Johnson, they are : 2 Give hints strategies, 2 give association clues strategies, 1 understate startegy, 1 be ironic strategy, 1 use metaphor strategy, and 1 use rhetorical questions strategy. For explanating of the off record used by Louanne Johnson can be seen in the following sub chapter below :

4.1.4.1. Strategy 1: Give hints

               If speaker says something that is not explicitly relevant, he invites hearer to search for an interpretation of the possible relevance. The basic mechanism here is a violation of the Maxim of Relevance. The example of strategy 1 can be seen on excerpt 21 below :

Excerpt 21

Context : It takes place in a cafe between Ms. Johnson and Mr. Griffith.

Mr. Griffith :   seeing anybody:

Ms. Johnson :  No!

Mr. Griffith :   How do you do that? You walk around with a bag over your head?

                         No. Louanne, it's over six months.

              

Ms. Johnson :  I'm not ready, Hal. I’m busy. You know, I thought you guys always stuck together. What are you sitting here with me for?

                  

Mr. Griffith :   You know, he was my best friend, Louanne. "Was" is the operative word. He isn't worth your spit.

               Ms. Johnson says something that is not explicity, she invites Ms. Griffith for an interpretation of possible relevance. The utterances “I’m not ready, Hal. ‘m busy”. It perhaps means “I don’t want to talk about it”.

4.1.4.2. Strategy 2: Give association clues

               A related kind of implicature triggered by relevance violations is provided by mentioning something associated with the act required of hearer, either by precedent in speaker-hearer’s experience or by mutual knowledge irrespective of their interactional experience. The example of strategy 2 can be explained on excerpt 22 below :

Exerpt 22

Context : it takes place in a restaurant. Raul went to be absent for couple days to work out because he must pay his jacket.

Raul :                Now don't be mad or nothing, but I gotta be absent for a couple of days without your coming to my house. lt's important.

Ms. Johnson :  You'll have to tell me why.

Raul :                I got some shit to do. I gotta make some money to pay back this guy.

Ms. Johnson :  This doesn't sound important enough to cut school.

               The utterances “this doesn’t sound important enaugh to cut school” shows that Ms. Johnson provides a related kind by mentioning something to Raul, probabaly she wants to say “ i don’t let you absent from my class”, because she doesn’t want raul to be absent from her class.

4.1.4.3. Strategy 4: Understate

               Speaker understates what he actually wants to say. In the case of a criticism, speaker avoids the lower points of the scalar predicate, such as: tall, nice, good, and in the case of a compliment, or admission, speaker avoids the upper points. The example of strategy 4 can be seen on excerpt 23 below :

Excerpt 23

Context : It takes place outside of the school. Ms. Johnson told to her friend, Mr. Griffith that she wnted to teach poetry to her students.

Mr. Griffith :   Poetry?

Ms. Johnson :  Poetry, yeah.

                  

Mr. Griffith :   These kids?

Ms. Johnson :  Why not these kids? Well, I go for it.

               Ms. Johnson avoids the lower points of the scalar predicate. She uses the utterances “well, i go for it”. It a case of a criticism.

4.1.4.4. Strategy 8: Be ironic

               By saying the opposite of what he means, speaker can indirectly express intended meaning. The example of strategy 8 can be seen on excerpt 24 below :

Excerpt 24

Context : It takes place at school. The conversation between Ms. Johnson and Ms. Carla. Ms. Johnson was so infuriated knowing her student, Emilio Ramires was shoot. He asked a help to headmaster, but the headmaster sent him away because he forgot to knock the door.

Ms. Carla :       They just found Emilio Ramirez three blocks from the school. He was shot this morning.

Ms. Johnson :  ls he dead?

Ms. Carla :       H  e's dead. I'm very sorry. Um,,, are you going to tell them now?

                          Do you think that's wise?

Ms. Johnson :  Yeah.

                  

Ms. Carla :       Well, uh, perhaps if you talk to them a little bit about death and-and-and what it means.

Ms. Johnson :  What would you like me to say? That if you don't want to die, remember to knock. Genius!

               Ms. Johnson says the opposite of what she means by the utterances ...”that if you don’t want to die, remember to knock. Genius!”. She perhaps want to say “stupid” for the headmaster.

4.1.4.5. Strategy 9: Use metaphors

               There is a possibility for the use of metaphor by off record, which marked with hedging particles such as: real, regular, sort of, as it were that make their status explicit. The example of this strategy can be seen on excerpt 25 below :

Excerpt 25

Context : It takes place inside of the classroom. The conversation among Louanne Johnson and her students. They were talking about poem.

The student :    Yeah, so what's the prize we're gonna get for learning this poem?

Ms. Johnson :  Learning is the prize. Yeah. Knowing how to read something and understand it is the prize. Okay? Knowing how to think is the prize.

                  

The student :    I know how to think right now.

Ms. Johnson :  Okay. Well, yeah, well, you know how to run too. But not the way you could run if you trained. You know, the mind is like a muscle. Okay? And if you want it to be really powerful, you got to work it out. Okay? Each new fact gives you another choice. Each new idea builds another muscle, okay?

                          And it's those muscles that are gonna make you really strong. Those are your weapons, and in this unsafe world. I want to arm you.

               It shows that Ms. Johnson used metaphor by off record, by marks with hedging paricles : like. It makes “the mind and the muscle-the muscle and the weapon that status explicit.

CHAPTER V

CONCLUSION AND SUGGESTION

5.1. Conclusion

From the analysis, it can be concluded that:

From the utterances of Louanne Johnson in Dangerous Mind Movie, there are four categories of politeness strategies that have been found; they are bald on record, positive politeness, negative politeness, and off record. In bald on record strategy the researcher found 12 utterances, meanwhile politeness strategy is the most used by Ms. Johnson that is 30 utterances. And 9 for Negative Politeness strategy and 6 for off record strategy.

5.2. Suggestion

In everyday interaction when people communicate with others, people have to realize politeness. Positive politeness is very useful to promote or maintain a social relationship between the speaker and the hearer. People use positive politeness to lead the speaker to inquire for a common goal, and even friendship. The use of positive politeness is to emphasize the closeness between the speaker and the hearer. Thus, the usage of positive politeness is not only to redress the FTA but also to indicate that speaker wants to come closer to hearer.